客語繪本融入客語教學之學習成效探究

本研究目的分為兩大面向，其一，採用問卷調查及訪談法，針對高屏地區母語教師調查，探討母語教師運用客語繪本融入教學的情形，了解其教學策略及成效。其二，探討客語繪本融入客語教學對國小中年級學童在客語學習成效的影響，藉此導出提升客語學習成效之策略與方法。本研究以屏東縣潮州鎮小春國小四年級學童為研究對象，採「前實驗設計」的「單組前、後測設計」進行教學實驗研究。研究者以四縣腔客語繪本為主題教材，於十週的客語繪本教學結束前後，分別施以「客家語詞彙意涵測驗」與「學生客語學習態度調查表」檢測，以了解實施客語繪本教學對提升學童客語學習成效的影響，同時輔以學習單、教室觀察紀錄及學童回饋意見等，反思不同教學策略與方法達到之學習成效。本研究結論如下：一、透過問卷調查及個案訪談得知，高屏地區母語教師有67.3%曾使用客語繪本教材融入客語教學，主題類型以「客家民俗文化」佔多數，其次是「生命教育」、「品格教育」、「在地文化」，選材注重現代化、生活化、結合學童生活經驗，教學方法以「教師講述」和「師生共讀」為主。在學習成效方面，因個案未曾在客語繪本教學後實施任何測驗，故無法得知實際的學習成效，但一致認為，客語繪本教學可以引起大部分學童的注意和學習興趣，對學習客語有正向的影響。二、根據前、後測所得的量化結果，以及教學札記、教室觀察紀錄等質性資料，發現運用客語繪本融入國小中年級客語進行實驗教學，對學童的客語學習成效有效提升，學童在詞彙認識及聽力理解有較大的進步，但口說能力還有進步空間。從課堂意見回饋得知，學童對客語繪本的接受度和參與度都有正面提升，喜歡聽教師講故事、以這種方式上課，尤其延伸活動讓學童們對客語繪本教學有所期待，也普遍提高了學童學習客語的興趣。三、客語繪本融入客語教學的策略及方法，主要以提問教學法、講述教學法為主，並設計體驗與手作、角色扮演、故事接龍等延伸活動於課程中。提問教學法以互動式對話、選擇性引導、重複練習等方式，加深學童對故事和語詞、語句的理解與熟悉；此外，要求學童動手做筆記也是一種有效輔助學習的方式。而角色扮演和故事接龍，因涉及口說及組織合乎邏輯且完整的語句，對中年級學童來說較具挑戰性，日後可以看圖說故事方式輔助進行。四、本研究建議相關部門可開發、設計、創作更優質多元的客語繪本，且有效推廣、建置客語繪本資源的相關網站，或舉辦客語繪本融入客語敎學的研習課程，增進母語教師專業知能。並由學校採購客語繪本相關圖書教材，建置優質的客語學習資源環境，提供學童閱讀、母語教師教學使用。未來母語教師可善用現有客語繪本資源，選擇適合學童心智、學習背景的繪本，以多元化的教學活動設計，引導學童自我覺察與探索，進而激發學習客語的興趣、增進客語溝通表達之能力。

關鍵字

客語繪本；學習成效；客語教學；閱讀教學

並列摘要

The purpose of this study focuses on two aspects. First, by interviewing Hakka language teachers in Kaohsiung and Pingtung region and having them do the questionnaire survey, researcher explored how teachers use Hakka Picture Books in the Hakka language learning class and also understand the training method and learning effectiveness. Second, by understanding the influence of using Hakka picture book into Hakka language teaching on the effectiveness of Hakka-language learning in primary and middle-grade students, researcher could develop strategies and methods to improve the Hakka-language learning effectiveness. This study takes the fourth grade students of Xiaochun Elementary School in Chaozhou Township, Pingtung County as the research object and uses the "one-group pretest-posttest design" of the "pre-experimental design" to conduct experimental research in language teaching. The researcher used the Hakka Picture Book in the Xi Ien accent as the main teaching material. Around the end of the ten-week Hakka-Picture Book teaching, students were tested with "Hakka Vocabulary Meaning Test" and "Hakka Learning Attitude Questionnaire" respectively in order to understand the impact of the implementation of Hakka Picture Book teaching on improving the effectiveness of Hakka language learning for schoolchildren. At the same time, this study is supplemented by worksheets, classroom observation records and feedback from students, to reflect the learning effects achieved by different teaching strategies and methods. The conclusions of this study are as follows: 1. Through the questionnaire survey and case interviews, it was found that 67.3% of the native language teachers in Gaoping had used Hakka picture books to integrate Hakka teaching into Hakka teaching. Education" and "local culture", the selection of materials focuses on modernization, life, and combining the life experience of students. In terms of learning effectiveness, since the case has not conducted any tests after the Hakka picture books teaching, it is impossible to know the actual learning effect. However, it is agreed that the Hakka picture books teaching can arouse the attention and learning interest of most students, and they are not interested in learning Hakka language have a positive impact. 2. According to the quantitative results obtained from the pre- and post-tests, as well as qualitative data such as teaching notes and classroom observations, it is found that the use of Hakka picture books to integrate Hakka in elementary and middle grades for experimental teaching can effectively improve the students' Hakka learning effectiveness, and the students Great progress has been made in vocabulary recognition and listening comprehension, but there is still room for improvement in speaking ability. From the feedback from the classroom, it is known that the acceptance and participation of Hakka picture books among school children have been positively improved. It has also generally improved the interest of school children in learning Hakka. 3. Strategies and methods of integrating Hakka picture books into Hakka language teaching, mainly based on questioning teaching method and telling teaching method, and designing extended activities such as experience and hand-made, role-playing, storytelling, etc. in the course. The questioning teaching method deepens the students' understanding and familiarity with stories, words and sentences by means of interactive dialogue, selective guidance, and repeated practice. In addition, requiring students to take notes is also an effective way to assist learning. As for role-playing and storytelling, they are more challenging for middle-aged students because they involve oral speech and organize logical and complete sentences. 4. This research suggests that relevant departments can develop, design and create more high-quality and diverse Hakka picture books, and effectively promote and build relevant websites for Hakka picture books resources, or organize study courses in which Hakka picture books are integrated into Hakka language learning, so as to enhance the Professional knowledge of native language teachers. The school purchases books and textbooks related to Hakka picture books, builds a high-quality Hakka language learning resource environment, and provides students with reading and mother tongue teachers for teaching use. In the future, native-speaking teachers can make good use of the existing Hakka picture book resources, select picture books suitable for students' minds and learning backgrounds, and design a variety of teaching activities to guide students to self-awareness and exploration, thereby stimulating their interest in learning Hakka and enhancing Hakka communication and expression ability.